1. INTRODUCTION A policy is typically described as a principle or rule to guide decisions and achieve rational outcome(s) (Spolsky, 2005).

The term is not normally used to denote what is actually done, this is normally referred to as either procedure or protocol. Whereas a policy will contain the what and thewhy, procedures or protocols contain the what, the how, the where, and the when. A Policy can be considered as a Statement of Intent or a Commitment. For that reason at least, we can be held accountable for our Policy. The term may apply to government, private sector organizations and groups, and individuals. Policy differs from rules or law. While law can compel or prohibit behaviors (e.g. a law requiring the payment of taxes on income), policy merely guides actions toward those that are most likely to achieve a desired outcome. There are many kinds of policy in society. One of them is language policy. Language Policy is highly relevant to scholars, students, specialists and policymakers working in the fields of applied linguistics, language policy, sociolinguistics, and language teaching and learning (E. Shohamy; K. King: 2009). Moreover, Spolsky (2005, available on internet) stated that: Language policy includes not just the regular patterns of choice, but also beliefs about choices and the values of varieties and of variants, and also, most saliently, the efforts made by some to change the choices and beliefs of others. In this paper, the writers would like to present about the importance and the influencing language policies at classroom level and school level includes influencing family, community, legislation, and national spirit to benefit English learners. 2. POLICY AT THE CLASSROOM LEVEL In the classroom, the teacher of the classroom should make some classroom rules to create an educational and social climate that makes school a place where all students can succeed. The language policies are included in the implementation of classroom rules. Its existence is very important, because when students fail to learn, schools and teachers have failed. Teachers are best able to foster duallanguage proficiency by carrying out equitable, empowering instruction.
Page| 1

Fair education practices require discipline and vigilant self observation on the part of the classroom teacher. Practicing gender, socioeconomic, racial, and cultural equity requires all students to have an equal opportunity to participate. Teachers must extend mentoring to all students. Referrals to special education or to programs for the gifted should be equitable. Teachers can incorporate multicultural inclusion into instructional plans, obtaining unbiased materials that promote positive role models from variety of ethnic groups (Diaz-Rico in Lynne, 2008). Multicultural educational materials are readily available (Harris, 1997; Nieto, 2004 in Lynne, 2008). Teachers can be use multicultural examples to illustrate points of instruction, elicit the stories and voices of the students from various cultures, and knit together home and school for the benefit of the students. The following classroom policies promote equity and inclusion for English learners. Feature minority languages and cultures in school shows, written communications, and displays. For example: Some students in minority cultures and languages must feel that they are different with the other students who are the majority. It could affect negatively for their psychological development in learning process at the classroom. They might feel not confident to express what they think about things. They might also think that what they do, which is different with the others, is something that unimportant for the others. They could not communicate well to the others. So, the teacher, in this case, should take a role as a person who features these minority students to disappear their anxiety, unconfident, and uncomfortable feelings in learning at the classroom. Thus, the students, both the majority and minority, could experience a comfortable atmosphere at the classroom learning. Take students interest, languages, and backgrounds into consideration when planning instruction. For example:

Page| 2

Every child has his/her own interest as well as individual background. They are different each other. To face this difference, the teacher should be able to take students interest, languages, and backgrounds into consideration when planning the instruction. The teachers should think first about the learning material that could be meaningful for all students from various backgrounds and languages. The use of general information text, or public phenomenon analysis could be as neutral materials that maybe appropriate as the medium of learning language (in this case, English learning). Use materials that depict successful individuals of both genders and various races and cultures. For example: Same as what have been explained previously that the students in a classroom are students with various backgrounds, races, and genders. The teachers should think first about the learning material that could be meaningful for all students from various backgrounds and languages. The use of general information text, or public phenomenon analysis could be as neutral materials that maybe appropriate as the medium of learning language (in this case, English learning). The materials should not touch sensitively to the particular races so that there would be no any problem for the students.
-

The teachers ask an outside observer to help them guarantee that the teachers giving boys and girls equal access to their attention. For example: The teacher needs another observer who could observe her way in teaching the students. The observation is about observing whether the teacher have given chance for the all of the students in delivering their ideas during the learning process. Besides, the observer also observes about the way of the teacher gives attention to all of the students.

Beside the inclusion of diversity students, the social environment of the classroom can support students achievement. Equitable cooperative grouping can address status differences among students in the classroom (Cohen, Lotan, &
Page| 3

Catanzarite, 1990). School practices in non-curricular areas such as school clubs should be nondiscriminatory. If not, a resistance culture may develop among excluded students, leading those students to reject schooling and either drop out or carry out acts of school vandalism. The social climate of the school can be one acceptance for all students in a variety of ways. 3. POLICY AT THE SCHOOL LEVEL A school is one of the formal institutions that also need the implemented policy. The existence of policy is needed in order to create comfortable, regular, and safety school environment. Besides, it also needed to make the learning and teaching processes run efficiently and effectively. The example of the language policy in school that has been implemented is the language policy in Harare International School (HIS) in Zimbabwe. This school strives to enhance each students self-worth, confidence, and pride by providing curricular programs and activities that encourage participation in multicultural experiences to make the most of the advantages offered by a our multicultural school community. The linguistic and cultural diversity of the schools population is considered to be both a strength and a rich resource in the promotion of language learning amongst students. The language of instruction used to deliver the curriculum at Harare International School is English, the official language of Zimbabwe. Students admitted to the school are taught the skills needed to become proficient readers, writers and communicators in the English language both for social interaction and academic success. Moreover, HIS seeks to develop the elements that will encourage students to be positively engaged in learning an additional language to the mother tongue or first language. Building on the encouragement of a strong foundation in a students first language, these include the following competencies: grammatical competence (referring to knowledge of vocabulary, sound and grammar) sociolinguistic competence (knowledge of how to use language appropriately in different contexts)
Page| 4

 discourse competence (linking elements of language together to take part in certain kinds of discourse, for example, conversation or debate) strategic competence (knowledge of appropriate strategies to use if communication breaks down and knowledge of how to learn language) cultural competence (includes sensitivity toward attitudes, norms, behaviors and cultures in which the other language is spoken). The example of a detail language policy in school can be seen on the appendix 1. Furthermore, an exemplary teachers in schools that implement the language policies should provide leadership, goodwill, and academic models for students, advocating funding increases for ELD (English Language Development) and bilingual instruction, working to configure classes and class sizes to the benefit of the English learners, acting as lead or mentor teachers to help new teachers meet the needs of the English learners, and developing a climate of acceptance for linguistic and cultural diversity. Teachers can collaborate and share resources to teach cooperatively, thus mutually increasing their expertise despite cultural, linguistic, or philosophical differences. What the teachers in a school have to do related with the language policy at the school level to benefit English learners are: -

Ask for teacher assistants to help student who are making a transition to English from primary-language instruction. Experts in ELD or primary language instruction should be given time to assist other teachers. Negotiate so that ELD and primary language teacher are given an equal share of mentoring and supervisory assistance. Vote that an equitable share of budgeted resources be available for bilingual and multicultural instructional materials.

Because of the variety of the students in a school, sometimes a problem caused by the difference of race, language, or culture happen. So, as intercultural educators, the teachers have to show to the students that they do not let this to happen by giving comment. One of the examples of comment that can be given is it surprises me to hear you express that kind of opinion. It can show to the students that derogatory sentiment is rejected.
Page| 5

Besides solving the problems which happen because of the diversity of culture, language, and race, the intercultural educators have also to do some prevention. There are several ways proposed by Lynne (2008) to oppose racism at school. 1. Expect leaders in the school to set an example of respect for the diversity. The students usually imitate what is usually done by the school leaders or teachers. So, if the teacher or the leaders at school who become the model for the students do something that show their tendency to treat one culture better than another, this behavior will also be imitated by the students. 2. Ask school staff (e.g. office personnel) to be equally courteous to all the students and visitors. Besides students, the equality which is received by the visitors who come to the school will also affect the students behavior to appreciate the differences among them. if the students see that the visitors who come from the same culture with them are treated differently by the school staff, the students will feel that they are humiliated. 3. Do not use dress codes to discriminate against some subcultures while allowing others to dress as they wish. The rules including the dressing rule implemented for students at school should be followed by all students without any exception. If the school principle, teacher and other school staffs treat the students equally, it minimizes the tendency of the problem caused by the difference of students race, language, or culture.

Another policy that should be made by the school in order to benefit English learners is the policy that can improve students academic achievement especially in English. Students academic achievement becomes an essential thing to promote the school. Schools attract community attention because of academic achievement of the students. So, schools have to ask their students to join the academic competitions especially outside school. In order to prepare the students
Page| 6

joining the academic competition, some schools establish an academic group in which they can learn more intensively and can be taught by dedicated teacher. Schools can foster English Learners participation in academic extracurricular activities through some ways. 1. Insists that the teachers who sponsor academically oriented extracurricular activities receive extra pay. By giving extra pay for the teacher, the teacher will feel responsible to the academic extracurricular. It means, the teachers have to give their best to the activity and to leads the students to get their success. 2. Arrange for the school to support students with funds to travel to intellectual competition. The success of the academic extracurricular is also determined by the success of the students in winning the competition that they attend. The success of the students in learning in the academic extracurricular will be nothing if it is not compared with other students from the other schools. So, the students need a great support from school to put them in the competition. If the representatives of the school are able to win the competition, it will promote the school in the society. In contrary, if the school is not able to win it, the school will do such kind of reflection and make a lot of improvement. 3. Ensure that teams competing for academic awards actively solicit individuals from diverse cultural and linguistic background. In choosing the representatives of the school to compete in the competition, it is also necessary to choose the students from different culture, so that the students will not think that certain culture is more preferable than the others. In line with that consideration, if there are awards in the school level that are dedicated to the students, it is important to choose the students from different culture and linguistic background. So

Page| 7

that the students understand that all students from all races have a chance in getting the awards. 4. Hold some intellectual activities such as contest at school level. Intellectual activity such as seminar and contest held at the school level is very important in improving the quality of the students especially their ability in English. By conducting the contest the students have a chance to practice their English. Besides, they can also feel the atmosphere of the competition which make them accustomed to show their ability in the contest. For example: In Indonesia, many schools especially the schools that are well-known have a group special for certain subject which is usually competed, such as Science, Accountancy, Mathematics and English. In this group, the students that have high achievement in those subjects are given additional lesson to deepen their understanding and ability and broaden their knowledge about the subject. For this reason, in order to be able to join the group, they are usually selected or they have to pass certain score for the test prepared by the school. It is hoped that through selection, the group can get the best students who are ready to be the representative of the school in competition. Some schools has policy that the students are only allowed to attend one subject group, so that they can concentrate their mind for one subject which leads to the best achievement they got from the subject group learning process. SMA Negeri 1 Singaraja is one of the schools which have additional subject group as what is explained previously. This group is usually called KSP (Kelompok Siswa Penggemar). The learning process in the group is usually held once until twice a week outside the school time. During the learning process the students are assessed by the teacher and the score is put as their extracurricular score in their report. For English group, the teacher emphasized the learning material to the contest usually held, such as debate, storytelling, speech, etc. Before joining the competition, the teacher usually hold a competition among the
Page| 8

member of the subject group to choose the best student to be the representative of the school. 4. INVOLVING FAMILY IN POLICEMAKING Encouraging family members to participate in school activities is vital. Strong parent and family involvement is one factor that research has shown time and time again to have positive effects on the academic achievement and school attitudes (Ovando & Collier, 1998). Every society has its view of what kind of family involvement in schools is effective and appropriate. In addition, each school has its own version. Some schools want families to be involved only in specific ways and at times determined by the staff. Other schools are run completely by parents, who control curriculum selection and hiring and firing of staff. In brief in can be said that either the schools are run by school staffs or completely by parents, the involvement of parents in controlling or making policy that benefit the learners is definitely necessary. A Model of Home-School Relationship Faltis (2001) provides a four-level sequence for home-school relationship based on an earlier model proposed by Rasinski and Fredericks (1989). Although teachers may not able to reach the highest level of parental involvement at a particular school site, the model presents an overall view of the possibilities. This reciprocal process is as follows. No 1 Level of Involvement Teacher-parent contact Description of Activity The teacher learns about parents daily experiences and initiates positive home-school contact and dialogue by chatting, making home visits, talking with community workers, and arranging for afterschool homework help or tutoring to promote students success.

Page| 9

Sharing Information in the home about schooling

The

teacher

keeps

the

parents

informed about important of school and community events and meetings, changes in school schedules, help available from community based organizations and sources of academic support, using such means as studentproduced newsletter, personal notes, telephone calls, and other notices.

Participation at home and school

Parents,

caregivers,

and

other

corcerned adults are welcomed and encouraged to come to class and to attend school meetings and social events. Parents may linger in the morning to watch reading and writing take place or to see a little poetry reading especially is it takes place in the home language. Students may have assigned to find out about their families knowledge of planting, banking, etc., that the teachers can find a way to use and elaborate on in class.

Parental empowerment curricular decisions in

After the success of the previous three levels, teachers support parents who become involved as colleagues in professional activities and decisions. Some parents form advisory committees, start community tutoring centers and find multiple means to influence school policy and support academic learning outside the classroom. The role of the teacher is
Page| 10

encouraging the work with parents to make these possible.

Furthermore, Diaz and Rico provide several ways for educators to involve Families in Schooling. 1. Providing Information Informally chat with family members as they pick up their child after school. Use the telephone as an instrument. Videotape program for family. Provide handouts that describe programs available through the schools Send home notes for the family

2. Showcase English Learners Enters students in poetry, essay, or art contests or exhibits sponsored by community or professional organizations. Offer to train students how to read aloud at libraries or childrens centers.

3. Brings parents to school Encourage family members to come to class to make crafts with students or to discuss culture, calligraphy or family history. Suggest specific ways family members can help to promote achievement.

Page| 11

Make meetings into social events, providing food and dramatic or musical performances if time permits.

4. Workshop and Family Support Groups Hold workshops to construct home learning materials. Open a family learning center.

Teacher-Family Conference Preparation for meetings with families enhances their chances of success. The concerned teacher makes sure that scheduled times are convenient for family members and prepares a portfolio of the students successes. The conference might begin with a limited amount of small talk, especially if there has been a recent notable family event. Then the teacher reviews the students performance, using the portfolio or other evidence of student work. Listening to family members helps the teacher to get a more complete view of the child. When parents and teachers meet in conference, they both bring with them their own school experiences what went right and what went wrong; they are determinated for schooling to be different for the child they both care about. Example: In Indonesia most of school has an association of students parents which is usually known as Komite Sekolah or School Committee. It usually has principles such the chief, its vice, secretary and also treasurer. The schools committee is usually involved by the school in making decision or policy, for example, in solving the problems happened at school, deciding a additional lesson for the students, etc. Besides, the conference between the parents and the teachers

Page| 12

at school is usually held periodically, especially in the beginning and in the end of each semester.

Influencing Community Public Opinion

A supportive community offers a home for linguistic and cultural diversity. Proactive publicity and public relations can represent English learners as positive contributors in the community. Letters to the editor of a local paper can serve as means to persuade the public to support the instruction of English learners and also the teachers and other staff members can influence community public opinion in several ways. Example: Congress first considered declaring English the nation's official language in 1981, when a constitutional English language amendment was introduced by Senator Samuel Hayakawa. Its primary mission of making English the official language of the United States, the lobbying arm also actively opposes bilingual education and Puerto Rican statehood. In the period between World War I and World War II was characterized by generally negative attitudes toward languages, hostile treatment of language minority groups, lack of interest in foreign language study, and explicit assimilations school language policies. The summative effect of U.S. school language policies in this period was rapid language erosion. With schools as English-only environments, language minority children grew up feeling ashamed of their native language, quickly replaced it with English, and found themselves unable to speak to their grandparents, relatives, and sometimes even their parents. Civil rights legislation heightened public attention to many policies and practices that were discriminatory to minorities in the U.S. In 1965, the English literacy requirement for voting was abolished, thereby recognizing a citizen's right to vote regardless of their level of English proficiency. Exclusionary immigration quotas that limited immigration from certain parts of the world, such as the Mediterranean and African countries, were relaxed (1965). The performance of public schools in ensuring equal access to social
Page| 13

and economic life in the U.S. was questioned on the grounds that a disproportionate number of language minority students were failing and/or dropping out of school (Navarro, 1985; Paulston, 1978).

Influencing Legislation and Public Opinion

Why has the United States never designated an official language? A common assumption is that we have been an essentially monolingual nation. Because the vast majority of citizens spoke English as their native language, or learned to speak English soon after immigrating here, there was no serious competition from other tongues. Ethnic languages survived in private schools, homes, churches, and clubs, but before the 1960s no one expected the taxpayers to subsidize their maintenance. Without demands for bilingual services, the language of government was not at issue. Therefore, there was no need to consider language legislation. State and national legislators are responsive to popular opinion as expressed by letters of support and phone calls on controversial issue. It is important for legislators to hear from professionals in the field. Bilingual education and language issue often arouse strong emotions, perhaps because language policies affect the criteria set for success in the employment vital to economic survival and success in the United States (Heath, 1983a). Example: The United States Information and Cultural Exchange Act (Smith-Mundt Act) established the programming mandate that still serves as the charter for U.S. overseas information and established the framework for cultural and educational exchange programs. It also supported Voice of America, a U.S. organization that has broadcast news and information in numerous languages around the world since 1942, under the auspices of the Office of International Information at the Department of State (Fulbright-Hays Act, n.d.).

Influencing Federal Policies

Page| 14

Language policies established via legislation, court decisions, executive action, or other means may 1) determine how languages are used in public, 2) abet the cultivation of language skills needed to meet national priorities, or 3) affirm and protect the rights of individuals or groups to learn, use, and maintain languages. They may also deal with a governments own language use, e.g., by facilitating clear communication, guaranteeing due process, fostering political participation, and/or providing access to public services. The United States has never had a federal language policy. There is no federal agency charged with coordinating decisions about language use or resources. Yet it is impossible for the U.S. or any government to be neutral towards language because governments necessarily make choices about which language or languages to communicate in. These choices influence the value of the linguistic capital of various groups in the population, especially immigrants whose native language is not a primary language of the host country. The same is true of the institutional contexts for work and school. In the U.S., the dominance of English in government, industry, education, and popular culture has made it the most important element in the construction of national identity, both as a communicative instrument shared by members of the nation and as a boundary marker affirming their distinction from others (Zolberg and Long 1999). In the history of the United States, decisions about subordinate languages have sometimes been supportive and sometimes repressive. Federal funding for innovative programs can greatly benefit English Learners. Federal funds are available to design innovative programs that provide success for all students. Public opinion and lobbying efforts play a large role in determining the continuation of programs that benefit English Learners. Participating in lobbying that supports these programs is a chance for teachers to use the literacy they advocate. Example: Appropriations for FLAP (a policy in its own right) have varied over the years from $10 million originally to $5 million through the nineties with increases since 1998 to over $25 million at present, thanks to the efforts of Senators Thad Cochran (R-MS) and Arlen Specter (RPA), working with JNCL/NCLIS to enlarge the program. The George W.
Page| 15

Bush Administration requested the programs elimination each year until 2007, when it was incorporated into the Presidents National Security Initiative (NSLI). The program has been further shaped and refined, partially by the language professionals who have been awarded FLAP grants, through two subsequent reauthorizations of ESEA (the last being No Child Left Behind in 2001).

The National Spirit

A national spirit is created in part by individuals who voice their opinions freely. Controversial media figures also shape the national spirit. The community must take steps to defuse the voices of demagogues by writing a letter to national networks voicing opposition and distaste for racist viewpoints. Educators who share the culture and language of the minority communities have a natural function as community leaders. Example: Deborah Schildkraut from his book entitled Press "ONE" for English: Language Policy, Public Opinion, and American Identity shows that people's conceptions of American national identity play an integral role in shaping their views. Using insights from American political thought and intellectual history, she highlights several components of that identity and shows how they are brought to bear on debates about language. Her analysis expands the range of factors typically thought to explain attitudes in such policy areas, emphasizing in particular the role that civic republicanism's call for active and responsible citizenship plays in shaping opinion on language issues. So, it can be said the community and the entire component on the government have a big role and policies in support the English learner in united state. The example, like: Appropriations for FLAP (a policy in its own right) have varied over the years from $10 million originally to $5 million through the nineties with increases since 1998 to over $25 million at present, thanks to the efforts of Senators Thad Cochran (R-MS) and Arlen Specter (R-PA), working with JNCL/NCLIS to enlarge the program. The George W. Bush Administration
Page| 16

requested the programs elimination each year until 2007, when it was incorporated into the Presidents National Security Initiative (NSLI). The program has been further shaped and refined, partially by the language professionals who have been awarded FLAP grants, through two subsequent reauthorizations of ESEA (the last being No Child Left Behind in 2001).

CONCLUSION A policy is typically described as a principle or rule to guide decisions and achieve rational outcome. Language Policy is highly relevant to scholars, students, specialists and policy-makers working in the fields of applied linguistics, language policy, sociolinguistics, and language teaching and learning. Language policy is applied both in classroom and school environment. Beside that, The role of the family in their children education at school is very important. Family especially parents can also make a school policy that can benefit their children in learning, although not all family realize it. In this case, the role of the school staffs such as school principals and teachers to invite the family to care about their children education. They have to be given information continuously about the program or activities which have been or will be carried out by the school through e-mail, web-site, conference, school magazine, etc. by having information about the program carried out by the school, the family or parents are able to control, monitor and evaluate its implementation. And the family is also able to make policy which is needed based on the condition, needs and problem needed by the students. Moreover, it also can be said that the community and the entire component on the government have a big role and policies in support the English learners.

REFERENCES: Lvnne, T. Dias-Rico.2008. Strategies for Teaching English Learners.United States of America. Pearson Education, Inc.
Page| 17

Shohamy, E.; K. King. 2009. Language Policy. Retrieved on January, 1, 2011. http://www.springer.com/education+ %26+language/linguistics/journal/10993. Spolsky, Bernard.2005.Language Policy. ISB4: Proceedings of the 4th International Symposium on Bilingualism, ed. James Cohen, Kara T. McAlister, Kellie Rolstad, and Jeff MacSwan, 2152-2164. Somerville, MA: Cascadilla Press. Retrieved on January, 1, 2011. www.lingref.com. ________.2010. Language policy of Harare International School. http://www.hiszim.com/elementary_school/publications/Language_pol icy.pdf. . Retrieved on January, 1, 2011. _________2011. Sample Language Policy For a Primary School. http://www.bgfl.org. Retrieved on January, 13, 2011.

Appendix 1 : Sample Language Policy for a Primary School

Language Policy for a Primary School

1. The intentions of the policy This policy is intended to be read by teachers, staff, parents and governors of the school, and also by advisers, inspectors, support staff and any staff from other schools with whom we have links 2. How the policy was developed

Page| 18

In developing and writing this policy, the English Co-ordinator was allocated regular non-contact time between September and November 2011. The whole staffs were involved in meetings, phase and individual consultations, prior to, during and after completion of the document. The following people were also consulted: A.N. Other, Adviser A.N. Other, Literacy Consultant The policy was written with reference to the following documentations and guidances: English in the National Curriculum National Literacy Strategy A language in Common: Assessing English as an Additional Language Curriculum Guidance for the Foundation Stage The National Framework for Baseline Assessment Assessment for Learning Time For Learning in the Primary Curriculum Curriculum Guidance for Pupils Achieving Significantly Below Age-Related Expectations Target Setting and Assessment in the National Literacy Strategy Teaching Speaking and Listening in Key Stages 1 and 2 Using Pupil Performance Information to Set Targets for School Improvement Guidance on Teaching Able Children Supporting Pupils with Special Educational Needs in the Literacy Hour Guidance on the organisation of the National Literacy Strategy in Reception Classes Primary Schemes of Work The general teaching requirements for inclusion, use of language and use of information communication technology that apply across the programmes of study. 3. How our school views language

Page| 19

Our schools philosophy of language is that the teaching of English has a crucial role to play in equipping learners with the language skills they need to become effective members of their own communities, the world of work, and of society in general. 4. Entitlement We believe that our English curriculum reflects the benefits of our cultural and linguistic diversity and provides learners with positive images through their reading of literature. Every learner in our school is entitled to an experience of English that supports his/her development in areas of educational experience (particularly in aesthetic and creative, human and social, and spiritual and technological areas). All our pupils, irrespective of age, ability, gender and ethnic origin are entitled to participate fully in, and benefit from a broad range of appropriate English teaching and learning activities at every stage of their education. They are entitled to experience success rather than failure from their English learning activities. 5. Attitudes and competencies to be developed The importance of English English is a vital way of communicating in school, in public life and internationally. Literature in English is rich and influential, reflecting the experience of people from many countries and times. In studying English pupils develop skills in speaking, listening, reading and writing. It enables them to express themselves creatively and imaginatively and to communicate with others effectively. Pupils learn to become enthusiastic and critical readers of stories, poetry and drama as well as non-fiction and media texts. The study of English helps pupils understand how language works by looking at its patterns, structures and origins. Using this knowledge pupils can choose and adapt what they say and write in different situations. English in the National Curriculum 1999 p.14

Page| 20

By our own attitudes towards out pupils as language users, we endeavour to foster within them respect for each others language. We do this by: building on the successful language learning which pupils have already accomplished in their own homes and communities providing pupils with the best possible learning opportunities matched to their individual needs providing an apprenticeship approach to acquiring oral, reading and written language in which the adult represents the success the child seeks and yet offers endless help maintaining a constant respect for the pupils language enabling pupils to reflect on themselves as language users

Key experiences We guarantee to provide the pupils of our school with the following key experiences: For all pupils: access to a Book-Fair each term the opportunity to purchase books from the schools book club access to a range of fiction, non-fiction and multi-media based materials from the schools library and classroom stocks access to texts from the Schools Library Service, through the Teacher Book Loans free access to choose, browse and read from a range of texts housed in an attractive and welcoming class book and ICT area access to a wide range of writing materials and implements, including ICT in the class writing area, for self-motivated and teacher directed writing access to a variety of radio, television, and ICT program(me)s including tapes and CDs, to extend their language experiences

Page| 21

the opportunity to make a book (as a class, group or individual) for a know audience every year and for the books to be displayed and read by the school community and visitors

the opportunity to present writing in a variety of formats each year e.g. plays, posters, information leaflets, menus, comic strips etc. the opportunity to engage in whole class, guided, paired and individual reading activities the opportunity to visit the theatre at least once during Key Stage 1 and Key Stage 2 the opportunity to engage in various forms of drama and role play as a tool for learning and for presentation to a wider audience

For Key Stage 1 the opportunity to take part in a performance for parents and the wider community Special Educational Needs Once identified, pupils with special educational needs in speaking and listening, reading or writing will have their needs assessed and appropriate action taken in line with the Code of Practice (see schools Special Needs Policy). 7. Planning including Cross-Curricular Opportunities Every learning experience is a literacy experience. We think through language. We speak and listen through language. We read through language and we write through language. Every aspect of our lives is governed by language. Each curriculum area has its own specialised language, e.g. investigations of a scientific or mathematical kind give opportunities for speaking and listening in discussion, for planning, for making suggestions, asking questions and reporting results. There are specific formats of reading and writing e.g. nonchronological reports, explanations and instructions. History gives the
Page| 22

opportunity for developing research skills, chronological and story writing. Every subject within the curriculum contains opportunities for speaking and listening, reading and writing. These opportunities are clearly identified within the NLS Medium Term Planning and the schools Curriculum Map. Clear links are made with the Guidance for schemes of work provided on the DfEE Standards Web Site. Key stages 1 and 2 (QCA 1999). The teaching objectives in the Medium Term Planning are given detail in the Short Term planning, showing how and what pupils will learn and also how they will take ownership of that learning. It is in the Short Term Planning that differentiation is evident. Evaluation and assessment criteria are stated on the medium term planning. Year group and phase group planning ensures that pupils within each year band experience similar activities. Whole school planning is monitored by the Language Co-ordinator and the Head Teacher to ensure range, continuity, progression, differentiation and entitlement. 8. Teaching styles To enable access to the whole curriculum for every pupil, to cater for the variety of learning styles within each class, and to ensure progression and reinforcement of skills and concepts throughout the year groups, we employ a variety of teaching styles. Literacy is a basic skill and is key to creativity, imagination and critical thinking. We want our pupils to find learning exciting, compelling and intrinsically worthwhile. Therefore, we use a variety of interactive teaching and learning techniques so that pupils can respond successfully to their learning. We plan activities where pupils: integrate prior and new knowledge acquire and use a range of learning skills
Page| 23

planning speaking and listening is taken from Teaching speaking and listening in

solve problems individually and in groups think carefully about their successes and failures evaluate conflicting evidence and think critically accept that learning involves uncertainty and difficulty

We use questions as a tool for learning. Effective questioning models how learning evolves. Appropriately designed questions leads pupils from unsorted knowledge to understanding, teaching pupils how to use them for effective learning.

We use a wide variety of materials to enable every pupil to access the planned learning experience and to achieve the planned teaching and learning objectives.

We give pupils the opportunity to work in a variety of ways whole class, groups (of differing sizes and composition), as pairs and individuals, according to their needs, the nature of the activity and the learning objectives.

We build pupils confidence and self-esteem, and enable them to become effective language users by: writing encouraging children to learn from and support one another, and to There are many routes to the same realise that they do not all have to be at the same level or arrive at the same point at the same time. destination. positive and constructive oral and/or written feed-back sharing teaching and learning objectives and clarifying expected teaching children to self-monitor effective use of the plenary enabling children to demonstrate their outcomes in a language that pupils can understand

knowledge, understanding and process of learning orally as well as by

We create an environment where all children can make progress. We teach all children and ensure that all children know this.

Page| 24

We enable pupils to develop written and spoken Standard English through the model we set as teachers, and through sharing and providing good quality reading and writing materials and texts.

9. Planning for progression and continuity Teachers and Teaching Assistants work co-operatively to plan in phase groups and year groups: Foundation Stage Nursery and YR Key Stage 1 Y1 and Y2 Key Stage 2 Y3 and Y4 - Y5 and Y6 Formative and summative assessment is used to inform all planning. Individual Education Plans (IEPs), planned and agreed with the SENCO are included in Short Term planning. The Literacy Co-ordinator is released for half-a-day each week in order to support other class teachers. This support also includes evaluation and monitoring through team teaching and observation.
10.

Rules and routines

The school library is timetabled for class use. The central English and literacy resources are labelled and housed in the Resources Room. Staff are expected to remove the marker from the resource and place it in the envelope marked with their name, which is situated on the back of the door.

Should there be a shortage of any materials, staff are expected to inform the Literacy Co-ordinator

10a. Assessment Assessment provides information about what a pupil knows, understands, is able to do and where they go next. It is part of the teaching and learning process, and as such is a part of everyday classroom practice. The majority of
Page| 25

assessments are part of a continuous process rather than a separate activity requiring the use of extra tasks and tests. On-going assessment is used to inform medium and short term plans and thus highlight pupils strengths and areas for development. We consider the following, when assessing a pupils progress: the assessment technique must match the learning objectives and the activities designed to meet them key assessment opportunities must be included in the medium and short term planning we must be selective when deciding who and what to assess we must be clear about what we are going to assess, i.e. we must identify the key learning objectives (what we want the pupils to know, understand and be able to do); outcomes of the lessons ( what the pupils will produce); and assessment criteria ( how we will know whether the pupils have been successful in achieving the learning objectives). All records are updated at least once per term. Individual and group targets are set and reviewed at least one each half term. Information from these sources is then used to provide feed-back to children, to assist in refining target setting, to feed into teaching plans and to inform parents. At the end of the year these records are passed on to the next teacher.

10b Monitoring pupils progress Our school has a policy for marking and responding to pupils work (see Assessment and Marking policy). The following forms the basis for the schools routines for marking pupils written English work: response is made to content linked to the learning objective, first marking is matched to individual pupils targets, age and ability the pupils should clearly understand what the teacher is looking for (assessment criteria). This helps them to focus on the kinds of things they need to look for when they check/evaluate their own work
Page| 26

pupils and parents are informed that not all errors will necessarily be corrected at Key Stage 1, teachers mark selected spelling mistakes linked to spelling targets. At Key Stage 2 errors are signalled rather than corrected teachers read, or get pupils to read their work aloud with appropriate expression, to help them to punctuate correctly teachers aim to mark some work each week with the pupil a written comment is frequently used and teachers should remember that the audience for these comments will be wider than the pupil to whom it is directed

teachers try to develop the pupils own response to a piece of work teachers try to make constructive intervention e.g. by posing a question

10c. Assessing speaking and listening, reading and writing Speaking and Listening The levels of attainment for speaking and listening, together with the exemplification videos produced by the School Curriculum and Assessment Authority (SCAA) in 1995, provide the basis for ongoing assessments in the classroom and summative judgements of levels achieved. The materials from the Qualifications and Curriculum Authority (QCA) for supporting teacher assessment in year 4 contain useful models for planning the assessment of speaking and listening.

We need to be clear about what is being assessed. It is not the accent, dialect, length of contribution, opinion, confidence or leadership qualities. We assess: the effectiveness of pupils talk and its adaptation to purpose, contributions to and within groups clarity in communicating, including giving reasons, clear context and audience

sequences of ideas and appropriate use of Standard English We make the assessment criteria clear to all pupils.

Page| 27

We collect evidence in all subjects. For example, during the shared part of the Literacy Hour a Teaching Assistant could be assigned to focus on two or three children making notes of their specific contributions and detailing how well they listen. Or, pupils could be asked to give instructions during a geography, design and technology or science lesson, and the criteria would relate to the brevity and clarity of the wording, the sequence in which the instructions are given, and the choice of appropriate vocabulary to convey the technical information.

Evidence takes the form of: notes made by the teacher and/or Teaching Assistant(s) notes made by the children in talk logs, group observations, notes some taped work e.g. on video or cassette tape

for argument, discussion and presentation, and reflection on them

We collect evidence in specific drama and role play activities, class, group, paired and individual work. We collect evidence when it is recognized as excellent or significant for a pupil. We focus on two or three children each week. We use objectives for whole class monitoring. We integrate speaking and listening assessment into other records.

Reading Assessment can take place whenever pupils are engaged in reading activities and whatever type of text is being read. A note is made of anything the pupil does which is new or significant to their learning, and/or anything which requires teaching. Role play and early readers have individual reading conferences weekly. As children begin to read they have a running reading record once a week. As children become established readers individual reading conferences will take place once every half term. These assessments can take place during guided reading time. Individual and guided reading sessions provide the main opportunities for monitoring pupils progress and achievements in reading and for setting targets
Page| 28

for future teaching. Monitoring involves both pupil reading and discussion. Note is made of: evidence that the pupil has early concepts of print e.g. orientation of book, that print is read reading strategies that the pupil uses the pupil should use a range of strategies to decode unknown words e.g. graphic, phonic, contextual level and sophistication of understanding literal, inference and deduction confidence and independence response to book fluency intonation and expression awareness of audience attitude to reading A written record is made of every individual reading conference and for pupils with whom the teacher works during guided reading sessions. These on-going records are summarised onto the Positive Statement Banks at the end of each half term. Each highlighted statement is dated, showing what the pupil can do without support. The statements that are not highlighted indicate the areas for development. The Statement Banks form the basis of reports to parents and are also passed onto the next teacher, along with the list of books read. As soon as pupils are able they should keep their own reading logs. All pupils in Y5 and Y6 should keep their own reading logs. These supplement individual reading records and may form the basis of teacher/pupil discussions. A National Currriculum level is awarded to each pupil in the Summer Term of Y2 and Y6 and is reported to parents with the End of Key Stage Task/Test Levels. In each of the other years, statements should read that pupils are working within a level with these focussed targets having been achieved, and the following targets for development. REMEMBER IT TAKES TWO YEARS TO ACHIEVE A LEVEL.

Page| 29

Writing Each teacher keeps (or makes a photocopy of) one sample of writing towards the end of each half term, linked to one of the key writing focuses for assessment. The key writing focuses for assessment are taken from the teaching objectives in the National Literacy Strategy. Across the year there must be a balance between fiction and non-fiction, and between the various genres and text types. The non-fiction samples of writing should have links to the crosscurricular schemes of work being studied within that half term. Each sample is annotated to provide a cumulative record and may include comments on the pupils: effective communication confidence as a writer independence persistence writing preferences approach to editing and re-drafting Comments should also be made on: accuracy of spelling common sight words, visual patterns, self corrections vocabulary choices punctuation appropriate grammatical construction paragraphing audience and purpose handwriting skills Spelling is assessed in the course of childrens writing linked to individual and group targets. A National Currriculum level is awarded to each pupil in the Summer Term of Y2 and Y6 and is reported to parents with the End of Key Stage Task/Test Levels.
Page| 30

In each of the other years, statements should read that pupils are working within a level with these focussed targets having been achieved, and the following targets for development. REMEMBER IT TAKES TWO YEARS TO ACHIEVE A LEVEL. In order to standardise assessments across the school, one staff meeting in each term is assigned for moderation of samples, with a mixture of teachers from across the school moderating one sample of work from various year groups. For reference and support staff have access to Assessment and Achievement English, Mathematics and Science Exemplification Materials to Support Consistency in Teacher Assessment at Key Stages 1 & 2 Birmingham Advisory & Support Service. 11. Links with parents Parents are asked to share home reading books with children at least twice a week and to write appropriate comments in the home reading diary. Teachers monitor these diaries and respond in writing once a week. There is regular support for parents in parental workshops. Parents are given a booklet on how they can support their childs development of language and literacy, including strategies for supporting the learning of spelling and how to help their children with handwriting. 12. Resources The criteria for selecting and buying resources is matched to the demands of the National Curriculum, the National Literacy Strategy and the needs of the pupils and staff at the time of purchase. In addition we try to ensure value for money, that materials are free from bias - racial, cultural and gender, and that they reflect our policy on inclusion.

Page| 31

A list of resources is included in the appendices. 13. List of Contacts A list of important contact is included in the appendices 14. Targets for Development Targets for development are included in the Audit and School Development Plan 15. Evaluation of Policy This policy will be reviewed by teaching and classroom support staff six months from its date of implementation. The following criteria will be used to measure its success: How has the quality of childrens learning been enhanced/improved? How has the quality of teaching been improved? Can we identify a range of teaching and learning styles in each classroom? Are staff and pupils following routines and rules? Is there clear evidence of assessment informing planning? Do pupils know what they are learning and why? Has any part of the policy been difficult to implement, or been ignored?

Signed by: Literacy Co-ordinator___________________________________________ Head Teacher ________________________________________________ Literacy Governor______________________________________________ Date of implementation _________________________________________ Date for review________________________________________________

Page| 32